Literacy




Oldcastle Primary School’s mathematics intervention has transformed the subject for the lowest achieving learners and raised standards for all. The school is also the first in Wales to use a new system to support pupils' speech and language therapy. Number of learners: 437 Date of inspection: June 2017 Information about […]

Estyn: Oldcastle Primary School – Innovative Interventions That Lead to Improvement in Attainment



At KS2 our students experience topic based lessons every day that enable them to use and apply key Literacy and Numeracy skills in a variety of contexts. At KS3 we should take advantage of this and give our pupils the chance to build on the successes they have had in […]

Bryn Celynnog Comprehensive School – ‘LINKS’ Thematic Curriculum



Ysgol Cynwyd Sant plans exciting creative learning activities to develop pupils’ literacy skills. As a holder of Creative School status they cooperate with the Arts Council in their planning. Number of learners: 306 Age range: 3-11 Date of inspection: October 2016 Information about the school Ysgol Cynwyd Sant is situated […]

Estyn: Ysgol Cynwyd Sant – Improve Literacy Through Creative Learning   Recently added!



Context and background Historically, our benchmarking data at key stage 3 historically illustrated that Writing is our students’ weakest attainment target. While this is consistent across all groups of learners (69% of students achieved Level 5 compared to 81% 2015 nationally). It is particularly pertinent to our male learners where the differential is characteristically notable. […]

Cynffig Comprehensive School – Mastery



Context and background The school had already been doing a ‘literacy in form time’ slot which was proving popular with pupils and teachers. The aim was to measure the impact of these 15 minute sessions and improve their impact by differentiating their content using a ‘workstations’ style approach. Nature of strategy/activity Initially, literacy in […]

Bishop Hedley Catholic High School – The Impact of Literacy Mastery Learning Sessions on eFSM Pupils using Digital Workstations



Context and background  Despite good outcomes and a strong trend of work in literacy across the curriculum, the school still recognised the need to further narrow the attainment gap for vulnerable groups. In addressing the implementation of the LNF, the assistant headteacher responsible saw the potential for the introduction of success criteria rubrics to help to improve both […]

Bryntirion Comprehensive School – Using Success Criteria Rubrics to Close the Attainment Gap for eFSM Learners in Literacy



Context and background Due to the national priorities of closing the gap for eFSM and non-FSM pupils and the publicised success of our school in this area, it was decided that we would focus on empowering learners via development of their academic language. In turn, this would support the pupils in accessing texts and more challenging activities. […]

Pencoed Comprehensive School – Words Give Us Power!



Context and Background In keeping with the national trend, for groups of our learners (eFSM and boys) there is an inconsistency in outcomes which is reflected in their participation in lessons. Barriers such as a lack of engagement and poor motivation result in underperformance and a decrease in aspiration. Potentially this leads to students deselecting to engage in […]

Cynffig Comprehensive School – Immersion (Learning Styles)



Context and Background Nationally, the gap between non-FSM and eFSM pupils achieving 5 A*-C grades including English and mathematics is just below 28% (2015). This has been a fairly consistent figure in recent years and it explains why closing this gap has become a national priority. Although the number of […]

Cardiff High School – Pedagogical Approaches to Close the eFSM Gap



Context and Purpose In contemporary education the idea of a growth mind set is perceived to be essential in order for young learners to utilise more profound learning strategies, attain higher levels in different subjects and achieve a positive self-insight (Grant & Dweck, 2003; Blackwell et al., 2007; Yeager & […]

St Aloysius Primary School – ‘Closing the Gap’ Action Research Project



Introduction                                                                                               Whitchurch Primary School is situated in North Cardiff. There are currently 708 pupils on roll aged from 3 to 11 years old. Of these pupils, 78 attend part-time in the nursery. The school opened in September 2012 following the closure of two local schools, Eglwys Wen Primary School and […]

Whitchurch Primary School – ‘Closing the Gap’ – Llwyddiant i Bawb



Area of Focus: Improve the link between the school and the local community Name of Lead Person: Wendy Owen / Jan Jones Role of Lead Person: Y5 Class Teacher / Headteacher Lead person e-mail address: ysgolgwaelodygarth@cardiff.gov.uk Lead person telephone number: 02920810489 Local Authority: Cardiff Phase: Primary Context and background to case study:  […]

The ‘Lan’ English and History Project – Ysgol Gwaelod y Garth







Context Maerdy Community Primary School caters for children aged three to eleven and includes a local authority specialist class for pupils with special educational needs. There are currently 244 children in full-time education. Forty two per cent of pupils are eligible for free school meals. The area is recognised as […]

Estyn: Maerdy Community Primary School – After School Provision to Develop Pupils’ Skills



Context Tonyrefail Comprehensive School is a secondary school for pupils aged 11-18 and has 931 pupils on roll. Around a quarter of pupils are eligible to free school meals. This is slightly higher than the national average. Across the school, there are 14 children who are looked after. Strategy The […]

Estyn: Tonyrefail Comprehensive School – Additional support for children who are looked after to improve their confidence and successes in literacy and numeracy



Information about the school St. Mary’s Catholic Primary School is in Bridgend.  It has 255 pupils, 80% of who are baptised Catholics.  The school has a wide catchment area and serves families from the full socio-economic range.  Currently, 41% of its pupils have English as an additional language (EAL) and […]

Estyn: St Mary RC Primary – Building Pupils’ Learning Power



Fitzalan High School has adapted the provision in music to engage pupils who are new to English. Context Fitzalan High School is an 11-19 mixed, community school maintained by Cardiff local authority. The school serves some areas which are economically disadvantaged. There are currently 1,648 pupils on roll. Just over […]

Estyn: Fitzalan High School – Adapting Provision in Music to Engage Pupils Who Are New to English



Bryn Hafren Comprehensive School is an English-medium school for 11 to 18-year-old pupils in Vale of Glamorgan local authority. The percentage of pupils eligible for free school meals is around 28.9%, which is well above the average of 17.4% for Wales. The school has 28.2% of pupils on the special […]

Estyn – Bryn Hafren Comprehensive School: Sequencing activities to enable pupils to build their skills in modern foreign languages incrementally



Bishop Hedley High School is an English-medium school for 11 to 16-year-old pupils in Merthyr local authority. The percentage of pupils eligible for free school meals is around 22.5%, which is above the average of 17.4% for Wales. The school has 29.7% of pupils on the special education needs register, […]

Estyn – Bishop Hedley High School: Moving from Mimicry to Mastery of a Modern Foreign Language



Area(s) of focus: Improve pupil outcomes in Welsh School(s) or partnership name: Radnor Primary School, Cardiff Name of lead person: Peter Roderick Lead person e-mail address: peterroderick@radnorprm.cardiff.sch.uk Lead person telephone number: 02920 387506 Local Authority: Cardiff Phase: Primary Context and background to case study: Estyn inspected the school in December 2014 and identified Welsh as an area […]

Radnor Primary School – Improving Standards of Welsh Second Language in a Primary School



Context and background of case study: Since September 2014 Bryn Deri has embarked on a digital journey. The school recognised the need to develop ‘Computational-Thinking’ to enhance digital confidence and competence. Through embedding computational-thinking into lessons across the school, the school knew that this area of learning would have a […]

Bryn Deri Primary School – Digital Competence: Computational Thinking to Support Literacy and Numeracy Skills Development



Context and Background to Case Study Since September 2014 Bryn Deri has embarked on a digital journey. The school recognised the need to develop ‘Computational-Thinking’ to enhance digital confidence and competence. Through embedding computational-thinking into lessons across the school, the school knew that this area of learning would have a […]

Digital Competence: Computational-Thinking to Support Literacy and Numeracy Skills Development



School context and key issues Ferndale is the smallest comprehensive secondary school in Rhondda Cynon Taff, (RCT) with 670 pupils. The school is situated in a valley with high levels of unemployment, following the closure of three mines in the area. Some 38% of pupils are eligible for free school […]

Ipsos MORI – Closing the Gap: Ferndale Community School



Who was involved? HTs, Teachers HLTAs, LSAs, ARR leaders Convenor Rob Williams, St.Nicholas CIW Primary, Vale Focus Improve numeracy tracking. Impact of PDG on pupils’ progress. Improve literacy skills through Rapid Reading and Rapid Writing programmes. Actions SIG 21 identified three common improvement areas; the provision of numeracy rich tasks in order […]

School Improvement Group Twenty One – Improve numeracy tracking



Who was involved? Headteachers Deputy Headteachers Curriculum leaders & teachers Convenor Tara Lloyd, Peterston Super Ely CIW Primary, Vale Focus Improve standards of teaching and learning in literacy and numeracy through the use of Big and Little Maths, Big Write and Talk for Writing. Moderation of end of KS2 Welsh […]

School Improvement Group Fifteen – Improve standards of teaching and learning in literacy and numeracy through the use of Big and Little Maths, Big Write and Talk for Writing.



Who was involved? Headteachers Numeracy leaders Convenor Judith Davies Danescourt Primary, Cardiff Focus Improve standards of literacy through consistent teaching of phonics and the use of Read Write Inc. Improve numeracy reasoning provision and practice in the Foundation Phase. Actions SIG 5 began their work with literacy and numeracy learning walks across […]

School Improvement Group Five – Improve standards of literacy through consistent teaching of phonics and the use of Read Write Inc



Who was involved? Headteachers Literacy and numeracy leaders Convenor Sian Lewis, Fairfield Primary (Vale of Glamorgan) Focus Improve the quality of teaching and learning in literacy. Improve target setting and review pupil progress through tracking. Employ strategies to improve attendance and punctuality. Actions SIG 4 work began with learning walks across […]

School Improvement Group Four – Improve the quality of teaching and learning in literacy.



Who was involved? Headteachers Literacy & numeracy leaders Convenor Jason Clarke, Baden Powell Primary (Cardiff) Focus Improve literacy and numeracy provision. Improve level of family engagement. Actions To ensure consistency across SIG 3, Jeff Loxton LNF skills ladders were used to: Audit current provision and standards Adapt long, medium and short term […]

School Improvement Group Three – Improve literacy and numeracy provision



Description of nature of strategy or activity: The school opened its Assistive Technology Centre in September 2010. The Advisory Centre for Education describes Assistive Technology as ‘any equipment or system that is used to increase or improve functional capabilities of individuals with disabilities’. Four members of staff achieved professional qualifications […]

Estyn: Tŷ Gwyn Special School – Technology plays a significant role in helping pupils to achieve their potential



Nature of strategy or activity identified as sector-leading practice: The school started to re-think teacher support by defining coaching: Coaching is the development of teachers’ skills and knowledge so that their job performances and enjoyment of their roles improves. It involves a sharing partnership in which professionals support each other. […]

Estyn: Cardiff High School – Teacher coaching programme underpins excellence



Strategy: A key priority of the school is to embed the development of pupils’ skills into the school’s curriculum framework. Recognising that literacy is central to the success of every pupil, the school’s strategy is to provide a rich variety of literacy experiences across all subjects, so that pupils can […]

Estyn: Cynffig Comprehensive School – Statutory INSET in schools



The standards of pupils’ literacy at this large primary school in an urban setting were low. The headteacher and staff analysed why this might be. They found that a main cause was that many pupils experienced very little verbal interaction at home and, as a consequence, they were not exposed […]

Estyn: Greenway Primary School – Raising pupils’ standards of literacy



Trerobart Primary School, Rhondda Cynon Taff, provides many opportunities for pupils to develop their reading, writing and oracy skills. The school links studies of particular topics with genre such as science fiction, fantasy, historical novels and graphic novels to enhance reading skills and engage pupils’ interest. Over time, the school has […]

Estyn: Trerobart Primary School – Achieving results in literacy



Strategy: The school promotes its mission statement “Learning and Living Together” through building strong partnerships with its parents and the local community. During the past three years, as part of its drive to improve standards in literacy, the school has made increasing parental engagement a priority. The school’s strategy to […]

Estyn: Mount Stuart Primary School – Developing effective strategies to engage with parents and carers



Nature of strategy or activity identified as sector-leading practice: Through the schools' information management system, every teacher, head of department, head of year and senior management link receives information on pupils' social background and prior attainment. This has led to detailed planning for progression for every pupil, including vulnerable groups […]

Estyn: Cathays High School – Supporting vulnerable groups of pupils



Action The school decided to use ICT to develop the teaching and learning of literacy. While studying World War 2, Year 5 and 6 classes used Michael Morpurgo’s ‘Friend or Foe’ as a stimulus for work in English. The children focused on the main characters’ evacuation to Devon. Pupils worked collaboratively […]

Estyn: Penybont Primary School – Enhancing literacy through the use of ICT



Description of nature of strategy or activity: The main strategies for developing thinking skills at the school include: Thinking Maps: Pupils use thinking maps from the nursery to Year 6 and across all areas of the curriculum. Teachers are also deploying them as an effective way of structuring pupils’ independent […]

Estyn: Rhydypenau Primary School – Get your thinking hat on!



Title of case study: Improving standards of Literacy across the school Area(s) of focus: Improve pupil outcomes in foundation phase Improve pupil outcomes in KS2 Improve pupil outcomes in CSI Improve pupil outcomes in literacy Improve the quality of teaching School(s) or partnership name: Palmerston Primary School Name of lead […]

Palmerston Primary School – Improving Standards of Literacy across the School